Editorial, Reform Forum Number 11

Welcome to the Reform Forum's first issue in the new millennium, a year that is equally important for the 10th anniversary of Namibian Independence.

In this issue, we have a diverse selection of themes ranging from gender issues, and education reform, to classroom management. The first article written by Sabo Amin Indabawa looks at equity and access in Nigerian female education and the effect de-boarding of schools may have on improving these aspects. It frames the economic crisis currently experienced in Nigeria and its effect of limiting funds available for the education system. There is particular reference to large amounts being spent on the costs of housing and feeding boarding schools and that these amounts are unjustifiable in terms of boarder's poor academic results and continual misdemeanors. It is interesting to note however that the majority of boarders are female. In response, several states have taken to school 'de-boarding' in the hope of both redistributing the extra funds made available in an equitable manner and, in allocating larger amounts of funds towards 'quality resources'. It is also determined that through de-boarding schools greater access of secondary school positions will become available to female students. The article suggests that there is possibility of transferring the Nigerian example of de-boarding within Namibia's boarding situation in order to help attain education reform goals. Alfred Ilukena, Susan Alberts, Lorrain Maarsdorp and Mark Lynd in The lower primary reform: challenges, success, constraints and the way ahead , give an overview of key areas of the development of the Lower Primary Reform. In doing so they discuss the goals of the reform, why a lower primary reform was undertaken and includes a brief description of the purpose of the reform. Also given is a summary of activities in the areas of curriculum, materials, training, research and, management. They describe the success of the Lower Primary Reform in terms of the viability of its products, processes, evidence of behaviour change in the classroom and, programme development and implementation. In addition, challenges and constraints encountered throughout the process are documented. In its conclusion, the way ahead is discussed as one that is still in need of support and cooperation so as to overcome future obstacles and thus, encourage interested persons to become active in 'keeping the ship on course'.

Dr L.B. Burger's article is based on his speech: Some ethical aspects of the teaching profession and the Ministry's expectations of its teachers delivered at Beginners teachers conference: Windhoek College of Education, 5 November 1999. He states that 'values' should always be placed first in our listing of educational goals, with 'knowledge' and 'skills' following. He suggests that values can be taught by the day to day living example of teachers both in the school and in their private lives. He advocates exemplary conduct, sound moral values and healthy habits by all teachers so that they can become 'worthy role models and true educators of the children of Namibia'. His speech also contains examples of what the Ministry expects from beginner teachers and others.

In Why girl's aren't fully participating in science and mathematics in Namibia? Petrina Mwetulundila deliberates on the barriers that prevent girls in Namibia partaking in mathematics and science. She gives a summary on the state of education before and after independence including differences in education for females and males. Higher education statistics (Unam) are included in this article with breakdowns given for male and female enrolments in the sciences and mathematics disciplines. In discussing the possible barriers of girls entering the sciences and mathematics field, four factors are presented: the hidden curriculum, stereotyped attitudes about girls, lack of female role models and, socio-economic factors coupled with teenage pregnancy. In her summary and recommendations, she determines a need for accommodating timetables that allow equal opportunities for females to enter 'male dominated' disciplines. Further suggestions include the active involvement of girls in Science and Mathematics lessons, to employ teaching techniques/examples which both girls and boys relate to, and the use of less gender-biased publications with the teacher taking responsibility to critically comment on any gender-biased contents/images found in textbooks. Learners are to be liberated through gender sensitive teaching, favourable learning environments for all and active participation for girls and boys alike. In addition, the promoting of an image of Science and Mathematics as 'female friendly' should be taken on by parents, educators, community members and the like. These are only a few suggestions given in the article and thus for a full explanation of the issues related to this topic, this article must be read in full.

In the last article in this edition of the Reform Forum, Janeen Carrigan addresses the changing views about classroom management occurring among primary school teachers in northern Namibia. Case studies are given as a way of showing how four main categories involved in classroom management are undertaken. These four categories include the effects of lesson planning on corporal punishment, group work, good relationships among teachers and learners and, classroom rules. In conclusion, she states that teachers want to improve classroom management skills but require much more help than what is currently available. This is particularly noticeable when it comes to putting 'theory' into 'practice'. Janeen has stressed the importance of repetition and remediations when it comes to helping her teachers in the study realise their potential. It is the continual contact, she says, that enable teachers progress towards those types of teachers advocated by the education reform process.